Running Record

Running Record - file:///C:/Users/shaindygold/Downloads/2018_03_27_17_58_09.pdf.
Retelling Scoring Form - file:///C:/Users/shaindygold/Downloads/2018_03_27_17_57_20.pdf

Reflection:

   Using a running record proved to be a very effective way to assess Faigy’s reading and language skills. As she was reading, I noticed that Faigy reads pretty fluently with appropriate tone and speed. She was also very confident with her reading and therefore she didn’t always stop to correct her errors. While reading quickly and with expression is a great thing, Faigy did make some errors and I believe that if she would have read a little slower she might have stopped to self-correct. At the end of the running record, Faigy came out with a 1:9 error rate, 1:6 self-correction rate, and 88.8% accuracy rate.

  As I was performing the running record, I realized that Faigy’s errors were almost all pointing toward a failure in her grammar. In most cases, the errors were confusing the tense of a word. For example, Faigy read the word “played” as “play”, and the word “caught” as “catch”. The interesting thing was that these errors didn’t affect Faigy’s comprehension of the text at all. Being an exceptionally smart and intelligent student, Faigy scored very well on the Retelling Scoring Form. She answered all questions about the story accurately and mastered an understanding of important literary elements like sequence, setting, character, problem, and resolution. Even more so, when retelling the story, Faigy required very little prompting indicating that she really comprehended the text. After further analyzation, I realized that Faigy has a quick mind and a keen understanding of literature. She is also a fluent reader and that is why she substituted words that she thought made sense but were not actually written in the text. She often read words with the wrong tense but that did not take away from her understanding of the story.

However, the errors Faigy made while reading required intervention. Faigy must learn to look at the word before she reads it to ensure that she is saying what actually says in the text, not what makes sense in her imagination. But to target Faigy’s errors even more precisely I thought about creating a lesson that focuses on tenses in grammar. I think that teaching Faigy that a story that happens in the past will have past-tense verbs will help her focus on reading all verbs in the story accurately.

Lesson Plan:

Candidate’s Name: Shaindy Gold

Grade Level: 2

Title of the lesson: Past Tense Stories

Length of the lesson: 45-55  min

Central focus Identify and decode past tense verbs by understanding the difference between regular and irregular past tense verbs and root words.

Knowledge of students to inform teaching Student reads fluently and has appropriate grade-level comprehension skills. Student knows the parts of speech including verbs.

Common Core State Standards CCSS.ELA-LITERACY.L.2.1.D Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). CCSS.ELA-LITERACY.L.2.4.C Use a known root word as a clue to the meaning of an unknown word with the same root

Support literacy development through language (academic language) Compare and contrast regular and irregular verbs. Students will complete a chart differentiating between regular and irregular verbs. Vocabulary – Past-tense verbs, Irregular Verb, Root Word Discourse – Students will discuss how changing a root word affects the tense of the story.

Learning objectives Students will be able to Identify and decode past tense verbs Students will be able to explain the difference between regular and irregular past tense verbs Students will be able to explain how changing the root word affects the tense of the word

Formal and Informal assessment   Informal Assessment: Students will discuss with teacher how changing root word can affect the tense of the word. Teacher will walk around the classroom as students fill out verb charts. Formal Assessment: Students complete a worksheet filling in Verbs Irregular Verbs that they found in the book they are reading and write the Root Word of each verb. Students reflect and explain how they know what kind of verb a specific word is.

Instructional procedure: Class Activity: Begin by introducing a read-aloud. Talk about the text that it is a fiction story that happened in the past. Ask students to Think Pair Share how the author might show that the story happened in the past with “words”. Guide students to come to conclusion that author will use past-tense verbs. Review that verbs show action and explain that past tense verbs show action that happened in the past. Ask random students to share something they did yesterday while a volunteer student writes the verb on a strip on the board. Once there are regular and irregular verbs as students what the root word for each verb is and place it on the chart based on regular or irregular. For example, walked – what is the root word? Walk. It is a regular verb. ate - what is the root word? eat. It’s an irregular verb. Students discuss what the difference between regular and irregular verbs are. Guide students to come to conclusion that a regular verb you just add an –ed to the root word and an irregular verb you change to make it past tense. Tell students that now we are ready to start reading and past tense verbs will help us decode the text and knowing that many verbs are past tense will help us read the text fluently and in a way that it sounds right. Ask students to think about the verbs as you read. Put the book on projector and tell students that we will read the book again and this time we will circle every past tense verb on the projector and fill in the big chart with the columns Regular/Irregular/Root Word for each word that we circle. For example, when come across the word “slept”, say this is a past tense verb. Is it regular or irregular? Let me think what would be the Root Word of slept? Sleep. So it must be an irregular verb. Fill in Slept by Irregular and Sleep by Root Word. Model the first few and then ask students to help you out. Partner Activity: Students work in partners and they can choose a short fiction story from the class library to work with. Every student gets a worksheet with the Regular/Irregular/Root Word chart and they have to fill it in as they read. Teacher walks around classroom stopping to offer guidance and prompting for students that need it. Students who are done with the task have a Challenger task where they can write a short fiction or non-fiction paragraph in past tense then switch with their partner and complete a chart based on that paragraph. Independent Activity: Students reflect back on their charts and explain how they know what kind of verb a specific word is.

Instructional resources and materials Strips Board Markers Large Chart Read-aloud short story fiction book Projector Class Library short story fiction books Worksheets Reflection Sheets

Reflection ●     Did your instruction support learning for the whole class and the students who need great support or challenge? I believe this lesson supports learning for the whole class in a motivating way. When students work in partners, learners can help each other and as a teacher I can walk around the classroom to offer guidance for those who need it. Students who complete their task have a challenger task that they can complete to take the learning to a higher level ●     What changes would you make to support better student learning of the central focus? Perhaps I would add on a lesson taking it from the writing point of view like the Challenger task where student will practice writing with past tense verbs. ●     Why do you think these changes would improve student learning? Learning about past-tense verbs from many different angles will help my students internalize what they are learning. They will master reading past-tense fluently and writing in past-tense correctly, which will also help them speak with proper tenses.

Dr. Hui-Yin Hsu Spring 2014